Mathematical thinking is what people usually call mathematical thinking ability, that is, the ability to think and solve problems from a mathematical perspective. Such as transformation and classification, from general to special, from special to general, the idea of function/mapping and so on. Generally speaking, people with strong mathematical ability are basically embodied in two abilities, one is association, and the other is digital sensitivity.
Specifically, cognitive abilities such as logarithm, quantity, set, geometry, spatial orientation, time and money are the cornerstones of mathematical thinking.
Mathematical thinking is the key to mathematical ability.
Second, what laws do children's mathematical thinking follow? ■? Children aged 0 ~ 3 can only distinguish the number of scores; The concept of initial formation number of children aged 3 ~ 5; Children aged 3-6 form the "conservation" of numbers.
Children before the age of 3 have their own perception of logarithm, and they have been able to distinguish between many items and few items. For example, when a mother holds 2 pieces of candy in her left hand and 3 pieces of candy in her right hand, and a 2-or 3-year-old baby can choose by himself, the baby will instinctively choose 3 pieces of candy. For another example, children around 3 years old often say "1, 2...5" in order under the guidance of their parents, but at this time children only rely on memory, and they don't understand the meaning of numbers.
Children aged 3-5 have gradually realized the relationship between numbers, such as knowing that 4 is greater than 3, 1 less than 2, and a 3 contains three 1. Children over 5 years old can realize that number does not change with the change of things, and the "conservation" of number forms the concept of high logarithm, and begins to complete the transition from image thinking to abstract thinking.
Children learn math while playing with toys.
■? Children aged 3 ~ 5 can distinguish the size of objects, and then have a sense of quantity as they grow older.
4-year-old children can generally distinguish the size difference of objects. For example, if a mother holds two apples of different sizes and asks her children to identify which apple is bigger and which apple is smaller, the children can often identify it accurately. With the increase of age, their accuracy in identifying the size difference of objects will become higher and higher. However, at this stage, children can't recognize other quantitative differences, such as height, thinness, length and width. And often recognize them as the difference between "big" and "small".
But the ability of 5-year-old children in this area has improved rapidly. For example, mothers have prepared a pile of building blocks to arrange their children from big to small, and children can often distinguish and arrange them correctly. At the same time, children at this stage can also distinguish the relationship between height, thinness and length, and can learn to express it in words, but they lack an understanding of the "quantity conservation" of objects. For example, when a mother pours two equal bottles of mineral water into different containers, it is difficult for a child to judge whether the two containers have the same amount of water.
The world of toys also hides mathematical knowledge.
■? Children aged 3-5 can distinguish different shapes, and children aged around 6 can initially understand three-dimensional graphics.
Children of this age have basically entered kindergarten, and they can recognize and distinguish different shapes of graphics, such as circles, squares, triangles and so on. With the growth of age, they can gradually understand the characteristics of plane graphics, and have the concept of "conservation" of graphics, which is not affected by the changes of graphic size and position. Children around the age of 6 can know some simple three-dimensional figures, such as spheres, cylinders and cuboids. , and can be expressed in words.
Children play with building blocks and experience the mystery of mathematics.
Third, how do parents cultivate their children's mathematical thinking? 1, let children feel mathematics in life. There is a saying that "life is the best classroom", which is true. As long as adults pay attention to observation, they will find that mathematics is really everywhere, from the mystery of the universe to the shape of a leaf, and the mystery of mathematics is hidden everywhere in life. Parents can completely guide their children to learn mathematics in life.
For example, let children cut their own cakes on birthdays, consciously cultivate the concept of logarithm for children, and let children realize the difference between "less" and "more". When you climb the stairs with your child, you can also take several steps with your child. For another example, children can be guided to observe the posture of their families and let them answer, "Is dad tall or mom tall? Is dad fatter or mom fatter? "
When you take your child out, you can also ask your child, "Baby, which car is bigger and which car is smaller?" This can help children form the concept of quantity. At the same time, parents can also let their children observe the shapes of things, such as what is the difference between the shapes of cups and bottles? In addition, children can classify toys according to their colors and shapes.
Children learn to use math by tidying their rooms.
2. Play interesting math games with children? Singing math: Parents can consciously accompany their children to sing math nursery rhymes or jingles in parent-child interaction. For example: "One, two, three, climb the mountain; Four, five, six, somersault; Seven, eight, nine, shooting; Hold out two hands and ten fingers. "
②? Talking about Mathematics: Parents can accompany their children to read picture books about mathematics and tell stories related to mathematics, such as Spider and Candy Store and Who Should Eat First? "classify diseases together" and so on. Stories such as The Seven Dwarfs and The Story of Three Little Pigs are all good choices.
③? Draw mathematics: parents can guide their children to observe the shape of objects and then show them through painting. For example, let children learn to draw an apple, a book, a mother's face and their own little hands.
Mother is reading picture books and telling stories with her children.
3. Parents guide their children to use mathematics. In daily life, parents can use the environment to make their children curious about mathematics and gradually learn how to use mathematics. Guide children to feel all kinds of mathematical information from the nuances of life, so as to accumulate mathematical experience and prepare for using mathematical knowledge to solve practical problems.
For example, on the rest day, let children tidy up their desks and wardrobes, and sort out their toys according to the categories of items. When you accompany your children to the supermarket, you can let them make their own lists, classify the purchased goods according to their uses, and calculate the price according to the purchased goods. Another example: for children in early childhood, let the children calculate how many people need to eat a meal, how many bowls and how many pairs of chopsticks. On birthdays, children can be invited to cut and divide their own cakes.
Children's poor math performance is not necessarily a problem of children's ability, but often math thinking can't keep up. As long as our parents can follow the law of children's growth, grasp the critical period of children and guide them to "learn and use mathematics in life", children's thinking will keep up and their academic performance will naturally reach a new level.